Numbers and notions: Exploring students’ attitudes toward mathematics across confidence, value, and enjoyment

This study aimed to explore the attitudes toward mathematics among college students, focusing on three key dimensions: self-perception and math efficacy, perceived utility and importance of mathematics, and enjoyment and interest in the subject. Recognizing that students’ attitudes play a crucial role in their academic engagement and performance, this research sought to better understand the interconnections among these attitudinal factors. A quantitative, descriptive-correlational research design was employed to collect and analyze data from college students enrolled at a university in the Philippines. Using purposive sampling, a structured questionnaire grounded in the Mathematics Attitude Scale (MAS) was administered to gather responses. The survey measured students' self-reported perceptions and experiences related to mathematics. Descriptive statistics were used to determine central tendencies, while Spearman’s rank correlation was employed to examine the interrelationships between the identified variables. The findings revealed that most students displayed a generally positive attitude toward mathematics. Significant relationships were observed between students’ enjoyment and interest in math and their self-perception of math ability, as well as with their perception of the subject’s utility and importance. This suggests that students who perceive themselves as capable in mathematics are more likely to enjoy and value the subject. These interconnections highlight how cognitive beliefs and emotional responses shape students' overall engagement with math. The implications of these findings emphasize the importance of nurturing students’ confidence in their mathematical abilities and connecting mathematical concepts to real-world applications. Such connections may foster stronger engagement and a more meaningful learning experience. However, limitations related to purposive sampling and the reliance on self-reported data may affect the generalizability of the findings. Future research should consider broader, more diverse populations and longitudinal approaches to examine how attitudes toward mathematics evolve over time and in response to specific instructional strategies.